The Decolonization of Knowledge
Cambridge University Press (Verlag)
978-1-009-07793-4 (ISBN)
In 2015, students at the University of Cape Town used the slogan #RhodesMustFall to demand that a monument of Cecil John Rhodes, the empire builder of British South Africa, be removed from the university campus. Soon students at Oxford University called for the removal of a statue of Rhodes from Oriel College. The radical idea of decolonization at the forefront of these student protests continues to be a key element in South African educational institutions as well as those in Europe and North America. This book explores the uptake of decolonization in the institutional curriculum, given the political demands for decolonization on South African campuses, and the generally positive reception of the idea by university leaders. Based on interviews with more than two hundred academic teachers at ten universities, this is an innovative account of how institutions have engaged with, subverted, and transformed the decolonization movement since #RhodesMustFall.
Jonathan Jansen is Distinguished Professor of Education at Stellenbosch University and President of the Academy of Science of South Africa. He is a curriculum theorist, and his research is concerned with the politics of knowledge. His recent publications include Fault Lines: A Primer on Race, Science and Society (2020), Learning under Lockdown: Voices of South Africa's Children (2020), and Learning Lessons (2021). Cyrill Walters is a Research Fellow in Higher Education at Stellenbosch University. She also teaches on the MBA programme at Stellenbosch University Business School. She is currently engaged in projects examining decolonization within South African universities, the intersection of race and gender in higher education, and complexity theories in leadership.
Acknowledgements; 1. Introduction: the decolonization of knowledge: radical ideas and the settled curriculum; 2. Institutional posturing: the coming of decolonization and the scramble to respond; 3. On the institutionalization of knowledge; 4. The contending meanings of decolonization –and the implications for radical curriculum change; 5. Regulating radical ideas: the role of regulatory agencies; 6. The uptake of decolonization: the case of the humanities and social sciences; 7. The uptake of decolonization: the case of the sciences and engineering; 8. How does a radical curriculum idea travel through institutional life?: new insights into the politics of knowledge; References; Index
| Erscheinungsdatum | 21.06.2022 |
|---|---|
| Zusatzinfo | Worked examples or Exercises |
| Verlagsort | Cambridge |
| Sprache | englisch |
| Maße | 151 x 230 mm |
| Gewicht | 400 g |
| Themenwelt | Geisteswissenschaften ► Geschichte |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| Sozialwissenschaften ► Politik / Verwaltung ► Staat / Verwaltung | |
| ISBN-10 | 1-009-07793-7 / 1009077937 |
| ISBN-13 | 978-1-009-07793-4 / 9781009077934 |
| Zustand | Neuware |
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